Inside IES Research

Welcome to Career and Technical Education (CTE) month!

Over the course of the next few weeks, we will be blogging about IES projects and resources relevant to CTE. We will be highlighting grant competitions, including our newest competition, Expanding the Evidence Base for Career and Technical Education, which aims to increase research on the impact of CTE programs and policies on student outcomes and support training of new CTE researchers. And we will showcase work conducted by IES and our grantees.

For this first blog, we wanted to share our working definition of CTE, along with links to information and resources.

CTE aims to help students enter into and succeed in specific occupational fields such as health science, information technology, and business administration. Students in secondary, postsecondary, and adult education may pursue CTE activities as part of their other education requirements (e.g., courses for high school graduation, classes to prepare for General Equivalency Development or General Equivalency Diploma (GED) test) or as a program to earn an occupational certificate at the subbaccalaureate level.

Over the past decade, interest has been growing in CTE and career pathway models across public and private arenas. For example, at the federal level, interest in CTE is reflected in the legislations that authorize these education and training activities, namely the Carl D. Perkins Career and Technical Education Act of 2006  and the Workforce Innovation and Opportunity Act of 2014.

At IES, our goal is to identify the needs of CTE students and expand our understanding of effective CTE practices. For example, the National Center for Education Statistics (NCES) assists in monitoring the status of CTE by providing national information on student participation in CTE at the secondary and postsecondary levels and on adults’ preparation for work. This information is available on the CTE Statistics website.

The National Center for Education Evaluation and Regional Assistance (NCEE) also supports work on CTE. For example, NCEE’s Regional Education Laboratory Programs work with policymakers and practitioners on career and college readiness issues, including CTE. Some regions have groups that focus on CTE directly, such as REL Appalachia's West Virginia Workforce Readiness Partnership and REL Mid-Atlantic's Readiness for Career Entry and Success Research Alliance.

The two grant-awarding centers, the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) support field-initiated research in CTE primarily through the Career and Technical Education, Postsecondary and Adult Education, and Transition Outcomes for Secondary Students with Disabilities topic areas. In September 2017, NCER and NCSER sponsored a technical working group meeting to gain insights from CTE practitioners and researchers. On January 22, NCER released the request for applications for the new research network mentioned above, Expanding the Evidence Base for Career and Technical Education.

We look forward to sharing more information about our CTE research and statistics. Come back throughout the month to hear from IES staff and grantees about this work!

By Meredith Larson (NCER)

Students of all ages want to study more effectively and efficiently, while teachers want to improve their students’ understanding and retention of important concepts. The Institute’s Cognition and Student Learning (CASL) program has invested in several research projects that test the effectiveness of different strategies for improving learning and provide resources for teachers who want to implement these strategies in their classrooms.  Two strategies that are easy for teachers and students to implement and do not require a lot of time or money are retrieval practice and interleaving.

Retrieval practice (also known as test-enhanced learning) involves recalling information that has been previously learned. Research has shown that when students actively retrieve information from memory (e.g., through low-stakes quizzes), their ability to retain that information in the future improves when compared to other common study strategies like re-reading and highlighting key concepts while reading class texts.

Interleaving is the process of mixing up different types of problems during practice. Unlike blocking, where a student practices the same type of problem over and over again, interleaved practice involves multiple types of problems that require different strategies to solve. In mathematics, where interleaving and blocking have been studied most, blocking is frequently employed at the end of each chapter in a textbook. With interleaved practice, students must choose a strategy to solve the problem and apply that strategy successfully. Research has shown that students learn more when engaged in interleaved practice relative to blocked practice.

For decades, research has shown the benefits of both retrieval practice and interleaving for learning; however, until this point, there were no easily accessible resources that practitioners could turn to for concrete details and suggestions for how to implement these strategies in their classrooms. Two of the IES CASL research projects that have focused on these study strategies (Developing a Manual for Test-Enhanced Learning in the Classroom, PI: Henry Roediger and Interleaved Mathematics Practice, PI: Douglas Rohrer) resulted in guides for teachers that provide information on how to implement these strategies in their classrooms. These guides are freely available through the website www.retrievalpractice.org (download the Retrieval Practice Guide here and the Interleaving Guide here). With these guides, teachers can learn more about how to use retrieval practice and interleaving to improve their students’ understanding and retention of the concepts they are learning. Happy studying!

By Erin Higgins, NCER Program Officer, Cognition and Student Learning

The Institute of Education Sciences is committed to supporting research that develops and tests solutions to the challenges facing education in the United States and working to share the results of that research with a broad audience of policymakers and practitioners. In this blog post, Katherine Pears (pictured right), a principal investigator from the Oregon Social Learning Center, shares how an IES-funded grant supported not only the development and testing of an intervention, but its implementation in classrooms.

Sometimes when I tell people that I am a research scientist, they say "Ok, but what do you do?" What they are really asking is whether the work I am doing is helping students and families in actual schools and community. It’s a good question and the short answer is “Yes!” but moving programs from the research lab to children, families and schools takes time and funding. Here is how it worked with my program.

I wanted to help children at risk for school failure to start kindergarten with skills to help them to do better. I teamed up with Dr. Phil Fisher and others, and we built on years of research and program development at the Oregon Social Learning Center (OSLC) to create a program called Kids in Transition to School (KITS). This is a summer program that continues into the first few weeks of school and focuses not only on letters and numbers, but also on teaching children how to get along with others and how to learn (such as focusing their attention). We also train the KITS teachers to use positive teaching strategies and help parents learn the same techniques to increase the chances that children will succeed.

However, before a school will put a program like KITS in place, they need to have some proof that it will actually work. That is why we sought external funding to evaluate the program.  With funding from the Institute of Education Sciences (IES), as well as the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the National Institute on Drug Abuse (NIDA), we were able to test KITS with three different groups of children at high risk for difficulties in school: children in foster care, children with developmental disabilities and behavior problems, and children from low-income neighborhoods. 

Across these studies, KITS led to positive outcomes for children and the parents. Funding from IES helped us show that the KITS Program worked with different groups of children and that it was a good candidate for use in school settings. In many cases, this is where the process of moving programs from research to practice can get bogged down due to a gap between researchers and the people in the education systems that could use the programs. IES is strongly committed to bridging that gap by supporting partnerships between researchers and practitioners. In our IES-funded study, we partnered with two of our local school districts and United Way of Lane County (UWLC). Working with the schools and community agencies helped us to both test KITS and develop plans for how the districts could keep the program going after the funding for the research study ended.

Our partnership with UWLC also enabled us to start a new project to bring KITS to more schools. With funding from the Corporation for National and Community Service (CNCS) Social Innovation Fund, UWLC offered grants to education foundations in Lane County, Oregon to implement KITS in the local school districts. The Social Innovation Fund allows promising programs to be brought to scale (i.e., made available to large numbers of people) by providing funding for community agencies to start and develop plans for sustaining these programs. In 2015, the KITS Program had about 30 educators serving about 120 children and families in 6 school districts in Lane County, Oregon. By summer 2017, two years into the grant, the KITS Program had trained 125 educators to serve approximately 435 children and families in 13 school districts in the county. That’s more than a threefold increase in the number of children and families served, as well as the number of teachers trained in the KITS Program.

We will continue to work with partners to evaluate the effects of the KITS program and make it available to more school districts. However, without the funding from IES and other federal agencies, we would not have been able to both test the program and partner with schools to make KITS a part of their everyday practice. 

A technology-based instructional tool—developed and evaluated through IES funding—will now be put it to use in hundreds of schools across the country with the goal of improving students’ literacy outcomes. The United2Read Project was recently awarded a five-year Education Innovation and Research (EIR) expansion grant from the U.S. Department of Education. The EIR grants provide funding to develop, expand, and evaluate innovative, evidence-based programs designed to improve student achievement.

A2i (pictured right) includes a series of assessments to measure component literacy skills of students and provide information that teachers can use to individualize literacy instruction in Kindergarten through Grade 3.  The assessments cover a wide range of literacy skills, including vocabulary, decoding, word reading, spelling, sentence and paragraph writing, comprehension, and inferencing.

A2i assessments are given throughout the school year to monitor student progress, and A2i’s algorithms are updated in real-time to provide teachers with recommendations for instruction for each student and changes to grouping.

This project demonstrates the critical role IES plays in supporting research to develop innovative teaching and learning products and test those products for efficacy.  Over the past 13 years, A2i was developed, evaluated, and scaled with a progression of awards from IES, as well as the National Institutes of Health/National Institute of Child Health and Human Development (NIH/NICHD).

• With a 2004 IES research grant, researchers at the University of Michigan and Florida State University conducted basic research to understand how the effects of different types of literacy instruction (e.g., phonics vs. meaning focused) depend on children’s constellation of language, phonological awareness, decoding and encoding, and comprehension skills. The team then used the findings from this initial work to build and test an initial version of A2i with first-grade students. The research demonstrated that instruction tailored to students’ skills and learning needs, and adjusted over time, is more effective than one-size-fits-all approaches.
• With a 2007 IES research grant, the researchers expanded A2i into second- and third-grade classrooms. They also tested the effects of implementing the system with second-grade students who had received A2i-informed instruction in Grade 1, as well as those who had not.
• With a 2013 IES research grant and grant support from NIH/NICHD, researchers at Florida State and Arizona State conducted seven randomized controlled studies examining the impact of A2i on student reading. The results suggest that individualizing literacy instruction with A2i recommendations led to stronger literacy gains for K-3 students. On average, students who used A2i across multiple years ended third grade reading at a grade 5 level. The research included students who qualified for the National School Lunch Program and who received special education services.
• With a 2013 IES research grant to Arizona State University (which was later transferred in 2016 to University of California, Irvine) and a 2014 award from the ED/IES Small Business Innovation Research (SBIR) Program to Learning Ovations, an education technology development firm, the researchers upgraded the underlying data architecture of A2i to enable scale and implementation in classrooms across the nation. Research results demonstrated that the more teachers viewed student test scores, the greater the students’ literacy skill gains.
   

(Findings from all publications on the A2i software and related professional development are posted on Learning Ovations website.) 

The new EIR expansion grant was awarded to a consortium of researchers and developers, including researchers at UC Irvine, Learning Ovations, Digital Promise (a non-profit), and MDRC, a national evaluation firm. At least 300 schools and 100,000 students will be served through the grant, which will also support a large-scale effectiveness trial to measure the impact of the project on student reading achievement.

Ed Metz is a Research Scientist at IES, where he leads the SBIR and the Education Technology Research Grants programs.

Erin Higgins is an Education Research Analyst at IES, where she leads the Cognition and Student Learning Research Grants program.

It is clear that civic education is a priority in the United States. All U.S. states require students to take a civics or government course and many provide opportunities for students to perform community service or service learning to practice active citizenship.

However, reports illustrate that many young people are not being adequately prepared as citizens. For example, in the most recent National Assessment of Education Progress (NAEP) in Civics only one-quarter of students reached “proficient” in knowledge of key facts on the U.S. Constitution or the functions of government.

Amid calls to strengthen civic education, IES has funded several interventions that are leveraging technological innovation and game design to engage students. These projects are mainly funded through two IES programs—the Small Business Innovation Research (SBIR) Program and Education Research Grants in Education Technology.

Among the projects IES has funded:

• ECO (pictured above) is a game-based virtual environment where students collaboratively build a shared civilization and, in the process, apply democratic skills such as making rules and laws, analyzing data, and deliberation (watch video);
• Discussion Maker is a role-playing game where students debate a civic issue, such as freedom of speech. The technology assigns each student a role, facilitates analysis and using evidence to make an argument, and organizes face-to-face debates and deliberation (watch video);
• GlobalED2 is a role-playing game addressing a simulated global crisis (e.g., major oil spill or water scarcity) where students act as representatives of different countries governments. Students analyze the issue from the perspective of their country and negotiate with other countries to create a solution (watch video);
• EcoMUVE is a 3D multi-user virtual pond or forest environment where students apply inquiry-based practices to understand causal patterns in ecological science (watch video); and
• Mission US’s Up from the Dust (pictured right) is a historical fiction adventure style game where students take on the role wheat farmers during the Great Depression in Texas 1929, and in doing so guide decisions by learning about the interaction of agriculture, the environment, and how government policies affect the economy (watch video).

Specific design elements of these games offer new ways to stimulate young people’s civic knowledge, skills, and engagement. For example:

All of these interventions employ game-based learning to motivate and engage students in new ways. For example, ECO is an unscripted “sandbox” where students create unique and personalized worlds, while Up from the Dust follows an adventure-based historical story. GlobalED2 and Discussion Maker employ role-playing and EcoMUVE guides inquiry-based virtual and real-world exploration.

Additionally, these programs all seek to build citizenship skills with cross-disciplinary content. For example, ECO, EcoMUVE, and GlobalED2 focus building citizen-science skills such as inquiry and analysis; Discussion Maker can apply content from almost any course within democratic debate; and Up from the Dust immerses students in a storyline with history, economics, and government concepts.

At the same time, these interventions also promote collaborative civic learning by simulating democratic processes for a whole class of students, both virtually and face-to-face. In ECO, students collaborate to create their own government with which they need to maintain through rules and laws. Discussion Maker and GlobalED2 use analysis, deliberation, and debates for individuals and groups of students. In EcoMUVE, students can conduct inquiry-based learning within the virtual environment. In Up from the Dust students engage in group discussions after gameplay to assess how specific decisions influenced results.

Several of these games also allow for feasible classroom implementation of what would otherwise be complex interventions. For example, some of the interventions provide real-time cues to students as they progress through the game, allowing a teacher to focus on facilitating overall instruction rather than coordinating every step of the game for every student.

To learn more about these projects, and to learn more about upcoming funding opportunities for the research and development and evaluation of technologies that support civic learning, visit the IES website or follow IES on Facebook and Twitter @IESResearch. 

Ed Metz is a Research Scientist at IES, where he leads the SBIR and the Education Technology Research Grants programs.